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- Cabelllos, Oscar, et al.
(författare)
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GRE@T-PIONEeR: teaching the nuclear data pipeline using innovative pedagogical methods
- 2023
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Ingår i: 15TH INTERNATIONAL CONFERENCE ON NUCLEAR DATA FOR SCIENCE AND TECHNOLOGY, ND2022. - 2100-014X. ; 284
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Konferensbidrag (refereegranskat)abstract
- GRE@T-PIONEeR - GRaduate Education Alliance for Teaching the PhysIcs and safety Of NuclEar Reactors - is a project funded by the Euratom – Horizon 2020 Framework Programme which aims at developing and providing specialised and advanced courses in computational and experimental reactor physics at the graduate level (MSc and PhD levels) and post-graduate level, as well as the staff members working in the nuclear industry. One of the work packages of GRE@T-PIONEeR is devoted to developing a specific course on the nuclear data pipeline processes and to present the role of nuclear data to play in calculations of innovative reactor systems. This course covers all steps in the nuclear data life cycle, starting from the measurements to their validation and final use in nuclear reactor calculations. Beyond the technical contents of the courses being developed, the paper describes the use of innovative pedagogical methods and active learning techniques, such as flipped classes, aimed at promoting student learning.
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| 2. |
- Demaziere, Christophe, 1973, et al.
(författare)
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Enhancing higher education through hybrid and flipped learning: Experiences from the GRE@T-PIONEeR project
- 2024
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Ingår i: Nuclear Engineering and Design. - 0029-5493. ; 421
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Tidskriftsartikel (refereegranskat)abstract
- GRE@T-PIONEeR is a Horizon 2020 project coordinated by Chalmers University of Technology, running over the period 2020–2024. 18 university teachers from 8 different universities located in 6 different countries gathered forces to develop and offer advanced courses in computational and experimental nuclear reactor physics and safety. All courses are flipped hybrid courses, i.e., students work on online preparatory activities at their own pace before attending a set of interactive sessions organized on five consecutive days. Those sessions can be attended either onsite or remotely. During the academic year 2022/2023, 8 different courses were offered, and 185 students successfully completed the courses, with a success rate of 87.7% for the students taking at least one activity during the interactive sessions. Student behaviour and performance were monitored via the Learning Management System (LMS) used in all courses. This paper presents an analysis of various metrics from the LMS and demonstrates a high level of engagement of the students committed to the courses and a high success rate for those students. Whereas all students are equally engaged in the online preparatory work and perform equally well, significant differences exist during the interactive sessions between the students who opted for onsite participation and those who attended the sessions online, with the onsite students outperforming the online students.
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